Communication Core Interpersonal Skills for Health Professionals 3rd Edition by Gjyn O’Toole – Ebook PDF Instant Download/Delivery: 9780729585774 ,0729585778
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ISBN 10: 0729585778
ISBN 13: 9780729585774
Author: Gjyn O’Toole
Communication Core Interpersonal Skills for Health Professionals 3rd Edition Table of contents:
Section 1 The Significance of Effective Interpersonal Communication in the Health Professional
Chapter 1 Effective communication for health professionals
Chapter objectives
Why learn how to communicate? Everyone can communicate!
A guiding principle
Factors to consider when defining effective communication
Mutual understanding
FIGURE 1.1 A model to guide communication in the health professions.Note: Person/s is used to describe all those relating to the health professional during practice, including other employees and colleagues.
A common understanding of words
Factors external to the sender and receiver
Factors specific to the sender
Factors specific to the receivers or ‘audience’
Chapter summary
FIGURE 1.2 Mutual understanding is essential!
References
Chapter 2 The overarching goal of communication for health professionals
Chapter objectives
A model demonstrating the importance of communication
FIGURE 2.1 International Classification of Functioning, Disability and Health (ICF).
Official expectations for effective communication
A model to guide the general purpose of communication for the health professions
FIGURE 2.2 A model to guide family/Person-centred practice.
Mutual understanding
Respect
Empathy
FIGURE 2.3 The doctor is IN.
Developing trust
A therapeutic relationship
Family/Person-centred goals and practice
FIGURE 2.4 The components of a model to guide family/Person-centred practice.
Chapter summary
References
Chapter 3 The specific goals of communication for health professionals: 1 Introductions and providing information
Chapter objectives
Making verbal introductions
Introducing oneself and the associated role
Introducing the unfamiliar environment
Providing information: a two-way process
Understanding information
Providing constructive feedback
Criteria for providing useful and constructive feedback
Chapter summary
FIGURE 3.1 Quality introductions achieve better results.
Review questions
References
Chapter 4 The specific goals of communication for health professionals: 2 Questioning, comforting and confronting
Chapter objectives
Interviewing and questioning to gather information
Questioning: the tool
Why use questions?
Types of questions and the information they gather
Closed questions
Open questions
Questions that probe
Questions that clarify
Questions that ‘lead’
Comforting: encouraging versus discouraging
Characteristics of encouragement and discouragement
TABLE 4.1 Characteristics of possible responses to expressions of negative emotions
Classifying responses to negative emotions
Practising encouraging responses
Confronting unhelpful attitudes or beliefs
Chapter summary
FIGURE 4.1 There is always a right time and place!
Review questions
References
Section 2 Achieving Effective Communication by Developing Awareness within the Health Professional
Chapter 5 Awareness of and need for reflective practice
Chapter objectives
The ‘what’ of reflection: a definition
FIGURE 5.1 Some things become clearer when reflecting and others fade.
The ‘why’ of reflection: reasons for reflecting
Identifying strengths through reflection
Understanding personal responses
Reflection upon barriers to experiencing, accepting and resolving negative emotions
Exploring your emotional responses
TABLE 5.1 Commonly used responses to negative emotions or events and definitions
The ‘how’ of reflection: models of reflection
Managing an unexpected change in intention
The result of reflection: achieving self-awareness
Chapter summary
FIGURE 5.2 Reflection can identify areas that require changing.
Review questions
References
Chapter 6 Awareness of self
Chapter objectives
Self-awareness: an essential requirement
The benefits of achieving self-awareness
Beginning the journey of self-awareness
Part 1
Part 2
Individual values
What do I value?
Why do I value?
Sharing the reasons for valuing
Is a health profession an appropriate choice?
Values of a health professional
Characteristics and abilities that enhance the practice of a health professional
Am I suited to a health profession?
Personal unconscious needs
Conflict between values and needs
Perfectionism as a value
Self-awareness of personal communication skills
Self-awareness of skills for effective listening
Self-awareness of skills for effective speaking
Personality and resultant communicative behaviours
Chapter summary
FIGURE 6.1 An effective communicator knows when they communicate like a gorilla!
Review questions
References
Chapter 7 Awareness of how personal assumptions affect communication
Chapter objectives
Reasons to avoid stereotypical judgment when communicating
Explore your prejudice
Stereotypical judgment relating to roles
Expectations of a health professional
Developing attitudes that avoid stereotypical judgment
Honest evaluation of values and prejudice
Overcoming the power imbalance: ways to demonstrate equality in a relationship
TABLE 7.1 Promoting equality when communicating as a health professional
Chapter summary
FIGURE 7.1 Assumptions can form a barrier.
Review questions
References
Chapter 8 Awareness of the ‘Person/s’
Chapter objectives
Who is the Person/s?
Relevant information about the Person/s
Defining the whole ‘Person’
Physical aspects of the Person
Sexual aspects of the Person
Emotional aspects of the Person
Validation
Clarification within validation
Cognitive aspects of the Person
TABLE 8.1 The four stages of cognitive function from the Piagetian cognitive development model
Social needs of the Person
Spiritual needs of the Person
Chapter summary
FIGURE 8.1 Awareness of the Person/s can be challenging but is worthwhile.
Review questions
References
Chapter 9 Awareness of the effects of non-verbal communication
Chapter objectives
TABLE 9.1 Components of non-verbal communication
The significance of non-verbal communication
The benefits of non-verbal communication
The effects of non-verbal communication
The components of non-verbal communication
Environment
Body language
Facial expression
Eye contact
Gesture
Personal space or proximity
Suprasegmentals: prosodic features of the voice
Volume
Pitch
Rate
Suprasegmentals: paralinguistic features of the voice
Emphasis
Pauses
Tone
Communicating with the Person/s who has limited verbal communication skills
Chapter summary
FIGURE 9.1 The power of non-verbal messages.
Review questions
References
Chapter 10 Awareness of listening to facilitate Person/s-centred communication
Chapter objectives
Defining effective listening
Requirements of effective listening
Results of effective listening
Benefits of effective listening
Barriers to effective listening
Reasons for the use of barriers to listening
Preparing to listen
Cultural expectations change the requirements for effective listening
TABLE 10.1 SAAFETY: Principles of preparing to listen for the health professional
Characteristics of effective listening
Disengagement
TABLE 10.2 SOLER: A model of active listening for the health professional
Chapter summary
FIGURE 10.1 Active listening requires focus.
Review questions
References
Chapter 11 Awareness of different environments that can affect communication
Chapter objectives
The physical environment
Physical appearance: dress and odour
Familiarity with the physical environment and the usual procedures of the health service
Person/s seeking assistance
Health professional
Rooms
Furniture placement and physical comfort
Waiting rooms
Treatment rooms and rooms with beds
Avoiding distractions and interruptions
Temperature
The physical status of the Person/s in particular environments
The emotional environment
Formal versus informal environments
Emotional responses to environmental demands
Emotional responses to the immediate environment
Emotional responses to an external environment
The cultural environment
Personal space
Colour
Time
Understanding cultural differences
Environments affecting sexuality
The social environment
Family
Pets
Friends, neighbours, interest groups and sporting teams
Institutional social environment
The spiritual environment
Chapter summary
FIGURE 11.1 The cultural, spiritual, social and emotional environments can be paralysing.
Review questions
References
Section 3 Managing Realities of Communication as A Health Professional
Chapter 12 Holistic communication resulting in holistic care
Chapter objectives
Holistic communication
An essential criterion in holistic communication: Respect
Defining respect
Demonstrating respect
Cultural expectations
Using names as a sign of respect
Confidentiality demonstrates respect
Another essential criterion in holistic communication: Empathy
The importance and result of empathy for the seeker of assistance
Person-centred practice and solving the problem
The use of touch with or without empathy
Silence to comfort
Holistic care
Holistic care includes consideration of context
The requirements of holistic care
Chapter summary
FIGURE 12.1 Holistic communication considering all aspects of the Whole Person.
Review questions
References
Chapter 13 Conflict and communication
Chapter objectives
Conflict during communication
Causes of conflict
Identifying emotions during conflict
Choosing to ignore
Resolving negative attitudes and emotions towards another
What is your natural tendency or usual way of responding?
Patterns of relating during conflict
Passive
Aggressive
Passive-aggressive
Assertive
Bullying
Communicating assertively
Role-play 1
Role-play 2
Role-play 3
Role-play 4
Role-play 5
Chapter summary
FIGURE 13.1 The conflict environment can be paralysing.
Review questions
References
Chapter 14 Culturally congruent communication
Chapter objectives
Introduction
Defining culture
Cultural identity affecting culturally congruent communication
Defining culturally congruent communication
Cultural safety
Why consider cultural differences?
A model of culturally congruent communication
FIGURE 14.1 A model of culturally congruent communication.
Language
Understanding context
Ethnocentricity
Managing personal cultural assumptions and expectations
Strategies for achieving culturally congruent communication
Critical self-awareness
Personal commitment to understanding differences
Exposure and learning
Investment of time to negotiate meaning and ensure understanding
Anticipation of difficulties
Using an interpreter
Essential steps when using an interpreter
The culture of each health profession
The culture of disease or ill-health
Chapter summary
FIGURE 14.2 Accommodating and embracing diversity facilitates effective communication.
Review questions
References
Chapter 15 Communicating with Indigenous Peoples
Chapter objectives
Correct use of terms
The 4 Rs for reconciliation: Remember, Reflect, Recognise, Respond
Remember
Reflect
Recognise
Respond
The complexity of cultural identity
Principles of practice for health professionals when working with Indigenous Peoples
Creating culturally effective interactions and cultural safety for Indigenous Peoples
The importance of history
Pre-contact history
Post-contact history
Other factors
Factors contributing to culturally congruent communication with Indigenous Peoples
Barriers to culturally responsive or congruent communication
Chapter summary
FIGURE 15.1 Equality produces positive results.
Review questions
References
Further Reading
Websites and Organisations
Chapter 16 Misunderstandings and communication
Chapter objectives
Communication that produces misunderstandings
Factors affecting mutual understanding
Causes of misunderstandings
Attitudes
Emotions
Relevance of context to determine meaning
Expectations of styles of communication
Expectations of the event or procedure
Expectations governed by cultural norms
Strategies to avoid misunderstandings
Reducing the incidence of misunderstandings
Resolving misunderstandings
Steps to resolving misunderstandings
Chapter summary
FIGURE 16.1 Clear expression gathers required information.
Review questions
References
Chapter 17 Ethical communication
Chapter objectives
Respect regardless of differences
Honesty
Clarification of expectations
Consent
Agreement about information
Informed consent
Confidentiality
Protecting shared information
Protecting information as an ethical responsibility
Protecting the health professional
Protecting the Person/s from gossip
Boundaries
Roles
Relationships
Self-disclosure
Over-identification
Ethical codes of behaviour and conduct
Chapter summary
FIGURE 17.1 The components of ethical communication.
Review questions
References
Further reading
Useful websites
Chapter 18 Providing healthcare by long-distance or remote communication
Chapter objectives
Characteristics of remote forms of communication for the health professional
TABLE 18.1 Characteristics of remote forms of communication for the health professional
TABLE 18.2 Principles that govern professional remote communication
Principles that govern professional remote communication
Electronic records
Telephones
Strategies for using a telephone
Answering a call
Making a call
Strategies for using short messaging service (SMS)
Strategies for using an answering service or voicemail
Video/teleconferencing or using Skype
Benefits
Strategies for using video/teleconferencing
The internet
Search engines
Online collaboration tools
Professional chat rooms and wiki spaces
Chapter summary
FIGURE 18.1 Long-distance communication has particular components.
Review questions
References
Chapter 19 Documentation: ‘one-way’ professional communication
Chapter objectives
Documentation: information recording and provision
Quality, understandable documentation
Documentation requirements in the health professions
Step 1: Consider the purpose
Step 2: Consider the audience
Step 3: Consider ethical requirements
Step 4: Consider content and organisation
Step 5: Consider professional style
Characteristics of a professional writing style
1 The use of formal expression and word choice
2 Creating a cohesive document
3 Sentence structure
4 Abbreviations
5 Punctuation
Report or letter writing: formatting and content
Points to remember
Chapter summary
Review questions
References
Chapter 20 Electronic or absent-audience communication
Chapter objectives
Social networking sites
Cyberbullying
Other factors relating to the use of social media
Netiquette: a mnemonic to guide personal electronic communication
Professional communication using social media
Chapter summary
Review questions
References
Websites relating to policies for use of social media
Section 4 Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
Introduction
One possible session outline – role-plays
Alternative session outline – small-group discussions
Chapter 21 Person/s experiencing strong negative emotions
Chapter objective
Strong negative emotions
Person/s behaving aggressively
Definition of aggression
Individuals most susceptible to behaving aggressively
Possible reasons for aggression
Possible behaviours related to aggression
Principles for effective communication with a Person/s behaving aggressively
Strategies for communicating with a Person/s behaving aggressively
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing extreme distress
Definition of extreme distress
Individuals most susceptible to extreme distress
Possible reasons for extreme distress
Possible behaviours related to extreme distress
Principles for effective communication with a Person/s experiencing extreme distress
Strategies for communicating with a Person/s experiencing extreme distress
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing depression
Interesting facts
Definition of depression
Individuals most susceptible to feelings of depression
Possible reasons for feelings of depression
Possible behaviours related to feelings of depression
Principles for effective communication with a Person/s experiencing depression
Strategies for communicating with a Person/s experiencing depression
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s reluctant to engage or be involved in communication or intervention
Definition of reluctance to engage
Individuals most susceptible to feeling reluctant to engage
Possible reasons for reluctance to engage
Possible behaviours related to feeling reluctant to engage
Principles for effective communication with a Person/s reluctant to engage
Strategies for communicating with a Person/s reluctant to engage
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Chapter 22 Person/s in particular stages of the lifespan
Chapter objective
Stages of the lifespan
A child
Definition of a child
Children most susceptible to experiencing difficulties when attending a health service
Possible emotions a child might experience when attending a health service
Possible reasons for these emotions
Possible behaviours related to being a child
Principles for effective communication with a child
Strategies for communicating with a child
Scenario one: The male and the trained volunteer
Scenario two: The female and the health professional
An adolescent
Definition of an adolescent
Adolescents most susceptible to experiencing difficulties when attending a health service
Possible emotions an adolescent might experience
Possible reasons for these emotions
Possible behaviours related to being an adolescent
Principles for effective communication with an adolescent
Strategies for communicating with an adolescent
Scenario one: The male and the health professional
Scenario two: The female and the health professional
An adult
Definition of an adult
Adults most susceptible to experiencing difficulties when attending a health service
Possible emotions an adult might experience when relating to a health professional
Possible reasons for these emotions
Principles for effective communication with an adult
Strategies for communicating with an adult
Scenario one: The male and the health professional
Scenario two: The female and the health professional
A person who is older
Definition of a person who is older
An older person most susceptible to experiencing difficulties when attending a health service
Possible emotions an older person might experience
Possible reasons for these emotions
Possible behaviours related to being an older person
Principles for effective communication with an older person
Strategies for communicating with an older person
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Chapter 23 Person/s fulfilling particular life roles
Chapter objective
Particular roles
Person/s fulfilling the role of carer
Definition of a carer
Possible emotions a carer might experience
Possible reasons for these emotions
Possible behaviours related to being a carer
Principles for effective communication with a carer
Strategies for communicating with a carer
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s fulfilling the role of a colleague
Definition of a colleague in the health professions
Attitudes and/or behaviours expected of a health professional
Attitudes and/or behaviours not expected of a health professional
Possible emotions a colleague might experience
Possible reasons for these emotions
Principles for effective communication with a colleague
Strategies for communicating with a colleague
Scenario one: The male and the health professional colleague
Scenario two: The female and the health professional colleague
Person/s fulfilling the role of parent to a child requiring assistance
Definition of a parent
Parents in situations most susceptible to experiencing difficulties when attending a health service
Possible emotions such a parent might experience
Possible reasons for these emotions
Possible behaviours related to being a parent with such a child
Principles for effective communication with a parent in this situation
Strategies for communicating with a parent in this situation
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s fulfilling the role of single parent to a child requiring assistance
Definition of a single parent
Characteristics single parents may expect of themselves
Possible emotions a single parent might experience
Possible reasons for these emotions
Principles for effective communication with a single parent in this situation
Strategies for communicating with a single parent with a child requiring assistance
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s fulfilling the role of a student
Definition of a student in the health professions
Possible emotions a student might experience
Possible reasons for these emotions
Possible behaviours related to being a student
Principles for effective communication with a student
Strategies for communicating with a student
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Groups in the health professions
Groups in the health professions
Types of groups offered in health services
Stages of group growth
TABLE 23.1 Stages of group growth
Emotions typically experienced in a group
Overall group aims
Events of specific group sessions and associated emotions
Group norms: expectations of group behaviour
Principles for effective communication within groups
Strategies for communicating as a group leader
Scenario one: A two-day team development group
Scenario two: An education group
References
Chapter 24 Person/s experiencing particular conditions
Chapter objective
Particular conditions
Person/s experiencing post-traumatic stress disorder (PTSD) and complex PTSD
Definition of PTSD
Susceptibility to PTSD
Possible emotions a Person/s with PTSD might experience
Possible reasons for these emotions
Possible behaviours typical of a Person/s with PTSD
Principles for effective communication with a Person/s experiencing PTSD
Strategies for communicating with a Person/s experiencing PTSD
Scenario one: The male and the health professional
Scenario two: The female and the respite volunteer
Person/s with decreased cognitive function
Definition of decreased cognitive function
Individuals with decreased cognitive function most susceptible to experiencing difficulty when relating to a health professional
Possible emotions a Person/s with decreased cognitive function might experience
Possible behaviours related to being a Person/s with decreased cognitive function
Principles for effective communication with a Person/s with decreased cognitive function
Strategies for communicating with a Person/s with decreased cognitive function
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing a life-limiting illness and their family
Facts about people who know they are dying and their families
Core values of Palliative Care Australia (www.palliativecare.org.au)
Definition of a life-limiting illness
Possible emotions a Person/s experiencing a life-limiting illness, their family members and friends might experience
Possible behaviours a Person/s experiencing a life-limiting illness might exhibit
Principles for effective communication with a Person/s experiencing a life-limiting illness, their family members and friends
Strategies for communicating with a person experiencing a life-limiting illness or with their family and friends
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing a mental illness
Definition of a mental illness
Individuals most susceptible to experiencing a mental illness
Individuals with a mental illness most susceptible to experiencing difficulty when relating to a health professional
Possible emotions a Person/s with a mental illness might experience
Possible behaviours related to a Person/s experiencing a mental illness
Principles for effective communication with a Person/s experiencing a mental illness
Strategies for communicating with a Person/s experiencing a mental illness
Scenario one: The male and the health professional
Scenario two: The male and the health professional
Scenario three: The female and the health professional
Person/s experiencing long-term (chronic) and/or multiple physical conditions
Definition of long-term or multiple physical conditions/comorbidity
Susceptibility to acquiring long-term or multiple physical conditions
Individuals with long-term or multiple physical conditions most susceptible to experiencing difficulty when relating to a health professional
Possible emotions a Person/s with long-term or multiple physical conditions might experience
Possible reasons for these emotions
Possible behaviours typical of a Person/s with long-term conditions or comorbidities
Principles for effective communication with a Person/s experiencing long-term or multiple conditions
Strategies for communicating with a Person/s experiencing long-term or multiple physical conditions
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing a hearing impairment
Definition of a hearing impairment
Individuals most susceptible to a hearing impairment
Possible emotions a Person/s with a hearing impairment might experience
Possible reasons for these emotions
Principles for effective communication with a Person/s experiencing a hearing impairment
Possible behaviours typical of a Person/s experiencing a hearing impairment
Strategies for communicating with a Person/s experiencing a hearing impairment
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Person/s experiencing a visual impairment
Definition of a visual impairment
TABLE 24.1 Sources of information on hearing impairment
Individuals most susceptible to a visual impairment
Possible emotions a Person/s experiencing a visual impairment might experience
Possible reasons for these emotions
Possible behaviours related to a Person/s experiencing a visual impairment
Principles for effective communication with a Person/s experiencing a visual impairment
Strategies for communicating with a Person/s experiencing a visual impairment
Scenario one: The male and the health professional
Scenario two: The female and the health professional
TABLE 24.2 Sources of information on visual impairment
References
Chapter 25 Person/s in particular contexts
Chapter objective
Particular contexts
A Person/s who experiences an emergency
Definition of a person who experiences an emergency
Behaviours related to being a person who experiences an emergency
Individuals most susceptible to emergencies
Possible emotions a person who experiences an emergency might experience
Principles for effective communication with a person who experiences an emergency
Strategies for communicating with a person who experiences an emergency
Role-plays
Scenario one: The male and the health professional
Scenario two: The female and the health professional
A Person/s who experiences domestic abuse
Definition of domestic abuse
Behaviours related to being a Person/s who experiences domestic abuse
Possible emotions a Person/s who experiences domestic abuse might experience
Possible reasons for these emotions
Principles for effective communication with a Person/s who experiences domestic abuse
Strategies for communicating with a Person/s who experiences domestic abuse
Scenario one
Scenario two
A Person/s who speaks a different language to the health professional
Definition of a person who speaks a different language to the health professional
Behaviours related to being a person who speaks a different language to the health professional
Possible emotions a person who speaks a different language to the health professional might experience
Possible reasons for these emotions
Principles for effective communication with a person who speaks a different language to the health professional
Strategies for communicating with a person who speaks a different language to the health professional
Role-plays
Scenario one: The male and the health professional
Scenario two: The female and the health professional
Back Matter
Glossary
Index
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